This includes interfering with the materials of others and calling out across the room. Low-level distraction often ‘flies under the radar’ but has the potential to disrupt the learning environment. This behaviour may serve a purpose for students with sensory difficulties as a means of providing relief
Incorporate choice in activity or presentation.
Consider jigsaw activities to maintain attention.
Ensure work is matched to ability.
Build in opportunities for reward within small sections.
Self-monitoring sheets allow students to see own progress.
Require active responses in instruction eg moving, organising, working at board.
Teacher stands near student when giving directions or presenting lessons.
Breaks between tasks.
Small group instruction.
Seat student in close proximity to the teacher.
Reward appropriate behaviour (catch student being good).
Use study carrel if appropriate.
Factor in opportunity for the ‘spotlight’ if behaviours are attention-seeking.
Self-monitoring sheets allow student to see own progress.
Work with student to set short-term goals and rewards.
Reward periods of compliance.
Gentle reminders for redirection.
Space for movement or short breaks.
Allow student to stand during tasks.
Consistent and clear limits are set for expected behaviour.
Increase space between desks.
Reduce distractions on or near desk.
• Acknowledge good behaviour of other students.
Allocate specific roles for group work.
Structured seating arrangements to reduce impact on peers.
Arranged for special provisions in assessment tasks – separate supervision?
Matched cognitive demands to ability?
Arranged for rest breaks to include opportunities for individualised teacher attention?
Established a reward system and method for students to self-monitor progress?
Provided a quiet study area within the classroom?